December 2012 Page 1 of 14 English Year 8 Below Satisfactory Student Portfolio Summary WORK SAMPLE PORTFOLIO The 2012 portfolios are a resource to support teachers in planning and implementation of the Foundation to Year 10 Australian Curriculum in the learning area. Each portfolio comprises a collection of students’ work illustrating evidence of student learning in relation to the achievement standard. At every year level there are three portfolios illustrating satisfactory, above satisfactory and below satisfactory achievement in relation to the standard. Each portfolio comprises a collection of different student work selected by state and territory nominees, and annotated and reviewed by classroom teachers and other curriculum experts. Each work sample in the portfolio varies in terms of how much time was available to complete the task or the degree of scaffolding provided by the teacher. There is no pre-determined number of student work samples in a portfolio nor are they sequenced in any particular order. Together as a portfolio, the samples provide evidence that cover all aspects of the achievement standard unless otherwise specified. As the Australian Curriculum is progressively implemented in schools, the portfolios will continue to be reviewed and enhanced in relation to their comprehensiveness in covering the achievement standard and their representation of an increasing diversity of student work that can be used to highlight evidence of student learning. THIS PORTFOLIO – Year 8 English This portfolio comprises a number of work samples drawn from a range of assessment tasks, namely: Sample 1 Imaginative response to literature – Online journal Sample 2 Response to literature – The Angry Kettle Sample 3 Response to literature – Boy Overboard Sample 4 Graphic novel Sample 5 Letter to the editor This portfolio of student work includes a range of responses in varied modes and forms. The student presents an imaginative response to a film in which the student assumes the role of one of the characters, experimenting with text structures and language features to reflect on and simulate the lead character’s reactions, emotions and voice (WS1). The student responds imaginatively to a text, emulating the conventions of a short story (WS2). The student presents an analysis of a literary text in the form of response to questions (WS3). The student provides a response to a text in the form of a graphic novel (WS4) and provides a persuasive text in response to an issue (WS5). The annotated samples in this portfolio provide evidence of most (but not necessarily all) aspects of the achievement standard. The following aspects of the achievement standard are not evident in this portfolio: • interpret texts, questioning the reliability of sources of ideas and evidence • listen for and identify different emphases in texts, using that understanding to elaborate upon discussions • make presentations and contribute actively to class and group discussions, using language patterns for effect.
Transcript
December 2012 Page 1 of 14
English Year 8Below Satisfactory
Student Portfolio Summary
WORK SAMPLE PORTFOLIO
The 2012 portfolios are a resource to support teachers in planning and implementation of the Foundation to Year
10 Australian Curriculum in the learning area. Each portfolio comprises a collection of students’ work illustrating
evidence of student learning in relation to the achievement standard. At every year level there are three portfolios
illustrating satisfactory, above satisfactory and below satisfactory achievement in relation to the standard.
Each portfolio comprises a collection of different student work selected by state and territory nominees, and
annotated and reviewed by classroom teachers and other curriculum experts. Each work sample in the portfolio
varies in terms of how much time was available to complete the task or the degree of scaffolding provided by
the teacher.
There is no pre-determined number of student work samples in a portfolio nor are they sequenced in any particular
order. Together as a portfolio, the samples provide evidence that cover all aspects of the achievement standard
unless otherwise specified.
As the Australian Curriculum is progressively implemented in schools, the portfolios will continue to be reviewed and
enhanced in relation to their comprehensiveness in covering the achievement standard and their representation of an
increasing diversity of student work that can be used to highlight evidence of student learning.
THIS PORTFOLIO – Year 8 English
This portfolio comprises a number of work samples drawn from a range of assessment tasks, namely:
Sample 1 Imaginative response to literature – Online journal
Sample 2 Response to literature – The Angry Kettle
Sample 3 Response to literature – Boy Overboard
Sample 4 Graphic novel
Sample 5 Letter to the editor
This portfolio of student work includes a range of responses in varied modes and forms. The student presents an
imaginative response to a film in which the student assumes the role of one of the characters, experimenting with text
structures and language features to reflect on and simulate the lead character’s reactions, emotions and voice (WS1).
The student responds imaginatively to a text, emulating the conventions of a short story (WS2). The student presents
an analysis of a literary text in the form of response to questions (WS3). The student provides a response to a text in
the form of a graphic novel (WS4) and provides a persuasive text in response to an issue (WS5).
The annotated samples in this portfolio provide evidence of most (but not necessarily all) aspects of the achievement
standard. The following aspects of the achievement standard are not evident in this portfolio:
• interpret texts, questioning the reliability of sources of ideas and evidence
• listen for and identify different emphases in texts, using that understanding to elaborate upon discussions
• make presentations and contribute actively to class and group discussions, using language patterns for effect.
December 2012 Page 2 of 14
English Year 8Below Satisfactory
Work sample 1
Imaginative response to literature – Online journal
Relevant parts of the achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.
Productive modes (speaking, writing and creating)
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Summary of task
Students had studied the film Madagascar, (directed by Eric Darnell and Tom McGrath) in class and were asked to
assume the role of one of the characters and write an online journal which adopted the voice of the character as
portrayed in the film. When writing the journal, students were required to reflect on the character’s emotions, motives
and actions from the character’s point of view. Students were expected to create, edit and publish online.
The task was assigned work to be completed at home and students were required to submit one draft for feedback.
Students had three weeks to complete the task.
December 2012 Page 3 of 14
Work sample 1
AcknowledgementACARA acknowledges the contribution of Australian teachers and education authorities in providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement standards.
English Year 8Below Satisfactory
Annotations
Uses appropriate opening convention for a diary entry.
Creates a diary entry that draws on features of the film such as point of view and plot.
Demonstrates knowledge of plot and character.
Uses evaluative language to capture (directly and indirectly) the strongly negative attitudes of the character to her situation through:
- judgement of other characters and their actions, for example ‘I wish my mom never ran out on dad’
- expression of emotion, for example ‘I am so angry with my parents’.
Controls basic punctuation conventions in an informal text.
Uses some of the formatting conventions of diary entries such as date and salutation.
Imaginative response to literature – Online journal
December 2012 Page 4 of 14
English Year 8Below Satisfactory
Response to literature – The Angry Kettle
Relevant parts of the achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.
Productive modes (speaking, writing and creating)
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Summary of task
Students were asked to select a short story from one of three offered and write an additional scene or excerpt in
response to it. The scene or excerpt could have taken place before or after the events in the original short story or
could fill in a gap in the narrative by adding details to an event only briefly mentioned.
The short story or excerpt had to be in the style of the original author and comply with the conventions of the short
story genre which had been studied in class.
The length was to be between 300–400 words.
Work sample 2
December 2012 Page 5 of 14
AcknowledgementACARA acknowledges the contribution of Australian teachers and education authorities in providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement standards.
English Year 8Below Satisfactory
Annotations
Establishes contrast between character’s face before and after contact with the kettle through use of possessive and classifiers in noun groups, for example ‘Michael’s happy face’, ‘his new look, dark, gothic and shadow eyed’.
Uses evaluative language, for example personification, for example ‘horrific scream’ and metaphor ‘whipped’, to heighten emotion.
Response to literature – The Angry Kettle
Work sample 2
December 2012 Page 6 of 14
AcknowledgementACARA acknowledges the contribution of Australian teachers and education authorities in providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement standards.
English Year 8Below Satisfactory
AnnotationsEvokes a normal setting through choice of adjectives, for example ‘pleasant suburban’ which contrasts with the confusion of the implied events.
Controls use and spelling of more complex vocabulary, for example ‘mortally offended’, ‘possessive’.
Response to literature – The Angry Kettle
Work sample 2
December 2012 Page 7 of 14
AcknowledgementACARA acknowledges the contribution of Australian teachers and education authorities in providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement standards.
English Year 8Below Satisfactory
Annotations
Positions readers to view the kettle as a malevolent character through precise word choices, for example ‘demonic’, and earlier ‘crazy’ and ‘evil’.
Experiments with sentence structure to create a sense of finality.
Uses a range of verbs, for example ‘slipped into’, ‘walked’, ‘sprinted’, ‘jumped’, ‘ran’ to capture the varying speed of narrator’s movements.
Response to literature – The Angry Kettle
Work sample 2
December 2012 Page 8 of 14
English Year 8Below Satisfactory
Response to literature – Boy Overboard
Relevant parts of the achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.
Productive modes (speaking, writing and creating)
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Summary of task
Students studied the novel Boy Overboard by Morris Gleitzman in class, focusing on the representation of characters
and themes and how audiences are positioned to respond to issues.
Students answered the following question in class: How do the events in the novel make the relationship between the
main characters stronger?
They had 30 minutes to respond.
Work sample 3
December 2012 Page 9 of 14
AcknowledgementACARA acknowledges the contribution of Australian teachers and education authorities in providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement standards.
English Year 8Below Satisfactory
AnnotationsAddresses the topic before paraphrasing the text.
Refers to the text to support ideas.
Uses punctuation to support meaning in sentences.
Demonstrates knowledge of the plot.
Response to literature – Boy Overboard
Work sample 3
December 2012 Page 10 of 14
English Year 8Below Satisfactory
Graphic novel
Relevant parts of the achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.
Productive modes (speaking, writing and creating)
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Summary of task
Students had studied the novel Trash by Andy Mulligan. Students in this task were asked to explore the multiple
narrative voices in the text, looking particularly at characterisation, plot tension and setting in order to reflect upon
how power and disempowerment is communicated in the setting and actions of the character.
Students were required to use the features of a graphic novel (frames, panel, point of view) to recreate a chapter of
the novel.
Students worked on the task in three 50 minute periods and did some work at home.
Work sample 4
December 2012 Page 11 of 14
AcknowledgementACARA acknowledges the contribution of Australian teachers and education authorities in providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement standards.
English Year 8Below Satisfactory
AnnotationsProvides one frame using some detail from the chapter of the text to illustrate a central character.
Uses quotations to anchor the work in the text.
Enlarges figure of the central character to make the character the focus of the scene.
Uses colour to focus attention on the main character.
Graphic novel
Work sample 4
December 2012 Page 12 of 14
English Year 8Below Satisfactory
Letter to the editor
Relevant parts of the achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain how language features, images and vocabulary are used to represent different ideas and issues in texts.
Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints. They listen for and identify different emphases in texts, using that understanding to elaborate upon discussions.
Productive modes (speaking, writing and creating)
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they use to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.
Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Summary of task
Students had analysed an article that had recently appeared in the media. They were asked to send a letter to
the editor of the local paper, responding to the original article and presenting their point of view. The aim was to
persuade the audience to agree with their point of view.
The task was assigned as homework and students were asked to submit drafts for feedback.
They were allowed two weeks to complete the task.
Work sample 5
December 2012 Page 13 of 14
AcknowledgementACARA acknowledges the contribution of Australian teachers and education authorities in providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement standards.
English Year 8Below Satisfactory
Annotations
Uses punctuation and spelling variably.
Provides a clear statement of the argument.
Refers to sources of information without citation.
Needs to establish relevance of information.
Letter to the editor
Work sample 5
December 2012 Page 14 of 14
AcknowledgementACARA acknowledges the contribution of Australian teachers and education authorities in providing the tasks and work samples. The annotations are referenced to the Australian Curriculum achievement standards.
